Grade/Content Area:
Title:
A short, simple, direct title that summarizes lesson content.
State Standards: RI Middle School GSEs Earth and Space Science
ESS2: The earth is part of a solar system, made up of distinctive parts that have temporal and spatial interrelationships.
ESS2.8- Systems and Energy/ Patterns of Change:
Explain temporal or positional relationships between or among the Earth, sun, moon (e.g. night/day, seasons, year, tides) or how gravitational force affects objects in the solar system (e.g. moons, tides, orbits, satellites).
Students demonstrate an understanding of temporal or positional relationships between or among the Earth, sun, and moon by:
a) Using models to describe the relative motion/ position of the Earth, sun and moon.
b) Using a model of the Earth, sun and moon to recreate the phases of the moon.
Standard 4: Scientific Connections and Applications: The student produces evidence that demonstrates understanding of:
S4e: Impact of science, such as historical and contemporary contributions; and interactions between science and society.
National Standards:
Teachers of science plan an inquiry-based science program for their students.
Teachers of science guide and facilitate learning.
Teachers of science engage in ongoing assessment of their teaching and of student learning.
Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for
learning science.
Context for the Lesson:
Since this lesson is a continuation of the previous lesson, the context is very similar. The goal of this lesson though is to finish the topic of time measurement and how it relates to the Sun, Moon and Stars. In this context, the students will have utilized the knowledge of different scopes of time and how they can be used to determine an accurate extended length of time. This will lead into the development of a calendar in the next lesson, when the actual phases of the moon will be discussed. Depending upon where the class is in terms of lesson progress from yesterday, that will determine what topics are covered today. One aspect of the lesson that is saved for today's class is the exploration of the different calendars that were made in ancient times. Examining the differences in the Mayan, Babylonian, Egyptian and Chinese calendars will be the goal of this class.
Review of yesterday's material would also be of some help to the students in activating their prior knowledge. Questions regarding these topics could be asked again to regain their comprehension and get them ready for the continuation in the present class. Students should be fully aware of the properties and functions of a Sundial and how it measures time through the Sun's positioning throughout the day.
Opportunities to Learn:
To provide a sense of individual responsibility with the students, I think that a trip to the library or computer lab for half of the period would allow them the opportunity to research the topic. I would first give them a sheet with various questions, which they will have to answer through research. I would prefer that they work with a partner, yet require that everyone hand in their own finished paper. Here is a list of websites that I compiled that would be sufficient in finding the answers, preventing the students from searching for irrelevant items online.
Why the library instead of the computer lab? Is a laptop cart available? Be sure you sign up to use the computers far enough in advance.
It is important that the students be at a certain level of comprehension before performing this task, otherwise the activity could be pointless for them. Prior knowledge would include:
Length of Sun's cycle (365.25 days)
Natural indicators of the Sun's cycle (summer and winter solstice, vernal and autumnal equinox)
Duration of a lunar cycle (lunar month= 28.5 days)
Natural indicators of a lunar cycle (full and new moon)
Combinations of lunar months into a solar cycle will produce an accurate extended period of time of measurement. Leads to a calendar.
Names and contributions of ancient civilizations that we have been talking about.
Accommodating students with various needs can be accomplished through help provided by myself, the student's partner, a teacher's aide, the special education teacher, or the librarian. If there are students with learning disabilities, then maybe I could provide them with other websites that reveal information on an easier level. Also, a separate answer sheet could be used for students with learning disabilities.
The questions on the sheet will compromise level 1 and 2 depth of learning questions, since I feel that students will be spending the majority of their time searching for answers. A level 3 depth of knowledge question may be applicable if it required analyzing the information that was generated, rather than searching for the answer.
To prepare for this lesson the teacher will need:
Enough questionnaires for every student. questionnaire
Visual aids and photographs to activate student's prior knowledge before moving to computer lab.
Students may need:
Corrected handouts for reference material.
Writing utensil.
Objectives:
Compare and contrast the different time measurements of calendars from various ancient civilizations.
Explain the cultural and scientific purpose for why a civilization needed and created such calendar systems.
Connect raw data from class (moon, sun, and some stars) to the creation of a calendar.
Utilize information through computer research to discover the answers to valid questions.
Hone researching abilities.
I want the students to be able to distinguish between the different civilizations and how they created a calendar. ( Used lunar cycle and coordinated it into solar cycle, then implemented filler days to create an accurate calendar). I want them to realize that the creation of our calendar took thousands of years worth of observations, calculations, and utilization of ancient observatories. The connections between the Earth, Sun and Moon should now be evident after this lesson, and the students will now be prepared to integrate moon phases into the creration of their own calendar. These are written as teacher, not student, objectives.
Opening (10-15% of lesson):
The class will begin by asking more questions> Since this is a continuation of yesterday's class, the students will need some activation of their knowledge from yesterday. A good question to begin the class would be taken from their homework assignment,
"So how would you use the sun and the moon to measure one full year? Hint, start your year on December 21st."
By asking this question, many sub-questions will arise by myself to initiate responses to eventually answer the main question. This will allow the prior knowledge to activate and will hopefully lead into the class garnering a similar level of comprehension that will allow us to move onto our activity. Before the activity begins, I will return all corrected materials back to the students. Why not list your questions as bullets so that they are more accessible to you? What if you students just give up and show no interest?
Engagement (60-70% of lesson):
The questionnaire that I will now hand out will consist of questions that will build off of each other. They will consist of generally depth of knowledge questions ranging in the 1-2 level. I will list the websites for them to use in the order that I would like them to examine, making it easier to research the questions. By listing the websites I protect the class from moving off task by looking at "bad" websites that do not relate to our topics. By walking around the room, monitoring behavior and progress, I will have the opportunity to answer any questions the students might have. If I notice a question that most students are having trouble with, I will be able to announce something that will then help the entire group. It provides me with feedback so that I can fix errors so that the next class does not have the same problems.
If you are going have students work on the internet, you need to make your expectations and consequences clear before you give them a chance to test boundaries.
Closure (20-25% of lesson):
When there is about 10-15 minutes left, I will ask the class to walk back to the classroom, where we will discuss the questions of their research activity. This will give all of the students the opportunity to discover the reasons why an answer is what it is. This session will also be used as a review session for their quiz tomorrow. Now that the students understand the large picture of how time can be measured, review of the smaller details will prepare them for the quiz. Questions will be asked until the period is over. I will collect the worksheets from today's assignment tomorrow. Good. How long is a period? It might be that the walk to and from the computers takes up research time.
Assessment:
The assignment that was completed today will be used as a summative assessment. It will measure the students' ability to research material and find the correct answer in the context of the question. The questions in the beginning and at the end of the class can be used as a formative assessment since I needed to make sure that the students were at the level of understanding required before moving into the activity. The discussion at the end of class also measured the students comprehension of the activity, but was used as a way to integrate the information with past class information so as to get the students prepared for the quiz.
Title:
A short, simple, direct title that summarizes lesson content.
State Standards: RI Middle School GSEs Earth and Space Science
ESS2: The earth is part of a solar system, made up of distinctive parts that have temporal and spatial interrelationships.ESS2.8- Systems and Energy/ Patterns of Change:
Explain temporal or positional relationships between or among the Earth, sun, moon (e.g. night/day, seasons, year, tides) or how gravitational force affects objects in the solar system (e.g. moons, tides, orbits, satellites).
Students demonstrate an understanding of temporal or positional relationships between or among the Earth, sun, and moon by:
a) Using models to describe the relative motion/ position of the Earth, sun and moon.
b) Using a model of the Earth, sun and moon to recreate the phases of the moon.
Standard 4: Scientific Connections and Applications: The student produces evidence that demonstrates understanding of:
S4e: Impact of science, such as historical and contemporary contributions; and interactions between science and society.
National Standards:
Context for the Lesson:
Since this lesson is a continuation of the previous lesson, the context is very similar. The goal of this lesson though is to finish the topic of time measurement and how it relates to the Sun, Moon and Stars. In this context, the students will have utilized the knowledge of different scopes of time and how they can be used to determine an accurate extended length of time. This will lead into the development of a calendar in the next lesson, when the actual phases of the moon will be discussed. Depending upon where the class is in terms of lesson progress from yesterday, that will determine what topics are covered today. One aspect of the lesson that is saved for today's class is the exploration of the different calendars that were made in ancient times. Examining the differences in the Mayan, Babylonian, Egyptian and Chinese calendars will be the goal of this class.
Review of yesterday's material would also be of some help to the students in activating their prior knowledge. Questions regarding these topics could be asked again to regain their comprehension and get them ready for the continuation in the present class. Students should be fully aware of the properties and functions of a Sundial and how it measures time through the Sun's positioning throughout the day.
Opportunities to Learn:
To provide a sense of individual responsibility with the students, I think that a trip to the library or computer lab for half of the period would allow them the opportunity to research the topic. I would first give them a sheet with various questions, which they will have to answer through research. I would prefer that they work with a partner, yet require that everyone hand in their own finished paper. Here is a list of websites that I compiled that would be sufficient in finding the answers, preventing the students from searching for irrelevant items online.Why the library instead of the computer lab? Is a laptop cart available? Be sure you sign up to use the computers far enough in advance.
http://www.webexhibits.org/calendars/calendar-ancient.html
http://physics.nist.gov/GenInt/Time/ancient.html
http://www.matrixbookstore.biz/stone_age.htm
http://www.moonlightsys.com/themoon/ancient2.html
http://www.mayacalendar.com/menu.html
http://library.thinkquest.org/05aug/01780/chinese-zodiac-calendar/history.htm
It is important that the students be at a certain level of comprehension before performing this task, otherwise the activity could be pointless for them. Prior knowledge would include:
Accommodating students with various needs can be accomplished through help provided by myself, the student's partner, a teacher's aide, the special education teacher, or the librarian. If there are students with learning disabilities, then maybe I could provide them with other websites that reveal information on an easier level. Also, a separate answer sheet could be used for students with learning disabilities.
The questions on the sheet will compromise level 1 and 2 depth of learning questions, since I feel that students will be spending the majority of their time searching for answers. A level 3 depth of knowledge question may be applicable if it required analyzing the information that was generated, rather than searching for the answer.
To prepare for this lesson the teacher will need:
- Enough questionnaires for every student. questionnaire
- Visual aids and photographs to activate student's prior knowledge before moving to computer lab.
Students may need:Objectives:
I want the students to be able to distinguish between the different civilizations and how they created a calendar. ( Used lunar cycle and coordinated it into solar cycle, then implemented filler days to create an accurate calendar). I want them to realize that the creation of our calendar took thousands of years worth of observations, calculations, and utilization of ancient observatories. The connections between the Earth, Sun and Moon should now be evident after this lesson, and the students will now be prepared to integrate moon phases into the creration of their own calendar. These are written as teacher, not student, objectives.
Opening (10-15% of lesson):
The class will begin by asking more questions> Since this is a continuation of yesterday's class, the students will need some activation of their knowledge from yesterday. A good question to begin the class would be taken from their homework assignment,By asking this question, many sub-questions will arise by myself to initiate responses to eventually answer the main question. This will allow the prior knowledge to activate and will hopefully lead into the class garnering a similar level of comprehension that will allow us to move onto our activity. Before the activity begins, I will return all corrected materials back to the students. Why not list your questions as bullets so that they are more accessible to you? What if you students just give up and show no interest?
Engagement (60-70% of lesson):
The questionnaire that I will now hand out will consist of questions that will build off of each other. They will consist of generally depth of knowledge questions ranging in the 1-2 level. I will list the websites for them to use in the order that I would like them to examine, making it easier to research the questions. By listing the websites I protect the class from moving off task by looking at "bad" websites that do not relate to our topics. By walking around the room, monitoring behavior and progress, I will have the opportunity to answer any questions the students might have. If I notice a question that most students are having trouble with, I will be able to announce something that will then help the entire group. It provides me with feedback so that I can fix errors so that the next class does not have the same problems.If you are going have students work on the internet, you need to make your expectations and consequences clear before you give them a chance to test boundaries.
Closure (20-25% of lesson):
When there is about 10-15 minutes left, I will ask the class to walk back to the classroom, where we will discuss the questions of their research activity. This will give all of the students the opportunity to discover the reasons why an answer is what it is. This session will also be used as a review session for their quiz tomorrow. Now that the students understand the large picture of how time can be measured, review of the smaller details will prepare them for the quiz. Questions will be asked until the period is over. I will collect the worksheets from today's assignment tomorrow. Good. How long is a period? It might be that the walk to and from the computers takes up research time.Assessment:
The assignment that was completed today will be used as a summative assessment. It will measure the students' ability to research material and find the correct answer in the context of the question. The questions in the beginning and at the end of the class can be used as a formative assessment since I needed to make sure that the students were at the level of understanding required before moving into the activity. The discussion at the end of class also measured the students comprehension of the activity, but was used as a way to integrate the information with past class information so as to get the students prepared for the quiz.